Excellence in Mentoring of Doctoral Students Award

The Excellence in Mentoring of Doctoral Students Award recognizes full-time graduate faculty for outstanding and sustained guidance and support of students as they move through the process of becoming experts in their chosen fields. Nominees should have a clear and convincing history of successfully guiding the professional development of doctoral students, and they may have a distinguished record of supervising students who have gone on to make significant contributions to their fields.

The recipient of the Excellence in Mentoring Award will be recommended by a faculty committee. This award is presented at the Doctoral Hooding ceremony in April, and the award will include a modest honorarium.
 

2017 Award Winners

Dr. Suzanne Masterson, Department of Management, Carl H. Lindner College of Business

Honorable Mentions

  • Brian Earl, Department of Communication Sciences and Disorders, College of Allied Health Sciences
  • Laura Micciche, Department of English and Comparative Literature, College of Arts and Sciences
  • Vicki Plano Clark, School of Education, College of Education, Criminal Justice, and Human Services
  • George Uetz, Department of Biological Sciences, College of Arts and Sciences
  • Lisa Vaughn, School of Education, College of Education, Criminal Justice, and Human Services
     

Upcoming Award Cycle

Nominations will be accepted from faculty, former students and current students and will be due to Megan Tischner in early March, 2018.

Nomination materials should include:

  • Letter of nomination articulating the merits of the nominee’s record
  • A listing of all former and current students, including the current positions of former students
  • Letters of support for the nomination from students and colleagues, including at least two letters from former students; letters must be signed and dated
  • Nominee's CV

A distinguished faculty committee will review the application materials using the following criteria:

  • Evidence of sustained and active mentoring of students over time
  • Professional productivity of students as reflected in student records of scholarly and creative works
  • Ability of the mentor to both intellectually challenge and support students
  • Evidence that the mentor supports students both professionally and personally in the classroom, laboratory and beyond
  • Evidence for high standards of scholarly, professional and personal ethics
  • Ability to encourage students to work toward independence as scholars and professionals
  • Evidence for helping students obtain the resources they need to succeed including help with placement following graduation

Please direct questions to megan.tischner@uc.edu